Rationale

Typical of most contemporary seminaries, Louisville Presbyterian Theological Seminary’s (LPTS) students have changed dramatically over the last decade: 86% are over 30; for most ministry is a second or third career; women comprise more than half of the student body; there is an ever-increasing number of African American students; and over a dozen international students choose to study here each year.

While this diversity is welcomed, even encouraged, the teaching-learning difficulties presented by an older, more culturally diverse student body have been a challenge. Many seminary students come from undergraduate majors that did not require the level of reading and writing demanded in seminary or they are new to the discourse of the theological community. Furthermore, many of the students have been away from an academic environment for years. We can no longer take for granted that students know how to read and write critically, have in-depth knowledge of the Bible or various religions, have the grammatical and rhetorical skills to express themselves in writing, or have set theologies of their own. Our seminaries are no longer homogeneous “think tanks” filled with “like-minded” people with common histories. Many of the educational practices, assumptions, and presuppositions of yesterday are no longer viable.

History of Center

In order to address these pedagogical concerns at LPTS, in 1999, Dean Dianne Reistroffer wrote and was awarded a grant from the Luce Foundation to initiate an academic support services program. The fall of 1999, we established a comprehensive Academic Support Center (ASC) offering help with writing, reading, critical analysis, study skills, and English as a Second Language (ESL). Additionally, the Center has provided academic accommodations for students with documented learning disabilities and consults with faculty, administrators, and staff regarding disability issues. The Academic Support Center goals are, in part, to: 1) equip theological students with the basic learning skills necessary for success in theological education and lifelong ministry by offering preparatory, remedial, and tutorial assistance as part and in support of the basic seminary curriculum; and 2) provide faculty members and administrators with important in-service training in various areas (adult teaching and learning, teaching in a culturally diverse community, curriculum development/revision, learning disabilities) as they work and deal with students.

In response to the need for dialogue with our seminary colleagues about academic support programs, in March 2002, LPTS and the Academic Support Center hosted the Consultation on Academic Support Services in Theological Education. To our knowledge, this is the first and only time interested seminaries have assembled to discuss how to provide academic support for our diverse student populations. The 60 attendees represented a broad range of participants: presidents, academic deans, and deans of students from 16 seminaries, 10 states, and 5 denominations. Participants concluded that the conference was an excellent beginning but we needed such a conference on a national level and that a nationwide effort of information sharing would be beneficial. As a result of these discussions a national listserve was established so that we could stay in touch, ask questions of each other, and share best practices.

Additionally, while there is a plethora of material developed for composition studies, few, if any, have been specifically designed for the unique needs of theological studies. There was no central location where theology students, worldwide, could access help with rhetorical and composition issues. We have developed the only on-line writing lab specifically developed for the theological community http://lpts.edu/Academic_Resources/ASC/default.asp. More than a dozen seminaries have called, emailed, or visited LPTS asking for assistance with their programs after visiting the website.

In June of 2002, the Dean and Center Director led workshop, Academic Support Services and Student Academic Readiness in Theological Education, at the biannual ATS conference in Pittsburgh. The hour and a half session drew more than 90 ATS members.

ASC was awarded a grant from the Wabash Center for Teaching and Learning in Theology and Religion, in the summer of 2002, to survey the seminaries in the Association of Theological Schools (ATS) in order to examine what types of academic support services are currently available, who these programs serve, and what impact they have on teaching and learning. Additionally, 25% percent of the grant monies were used to visit existing exemplary programs to have in-depth discussions with staff and the academic support services that were offered. This is the only nationwide effort to assess what/if any academic support programs are currently in place within our schools. The Survey and analysis can be accessed on our website http://lpts.edu/Academic_Resources/ASC/default.asp.

Dean Reistroffer, Kathy Mapes, and the ASC tutor, Sherry Arconti, presented a panel discussion in Oct. 2004, at the Thomas Watson Conference on Rhetoric and Composition. The Center’s work has not only been recognized within the theological community but in the national society of English composition professionals.